3rd Grade Math Project Cumulative | Zoo Field Trip | Printable & Digital

Grade Levels
2nd - 4th, Homeschool
Standards
Resource Type
Formats Included
  • Zip
  • Google Appsβ„’
Pages
98 pages
$5.00
$5.00
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Description

Differentiated math project! Great Distance Learning Project! DIGITAL VERSION INCLUDED! Project based learning approach to math instruction! Cumulative third grade project perfect for end of the year third grade or back to school fourth grade! Aligned to standards in all domains for third grade math! Fun and engaging math story problem project! Digital version compatible with Google Drive/Google Classroom! Now includes links to Google Slides versions of the project!

This project is a great way to engage students in a virtual trip to the zoo while solving fun and engaging math problems!

This project is perfect for third grade students! It is a math project that is differentiated to meet the needs of third grade students at any level. It can be used in many different ways including the following (and more)!

  • Distance learning project for students working on at-home learning options--The digital version allows students to answer the problems digitally, save as a PDF and submit to the teacher
  • Enrichment for second grade and third grade students
  • Remediation for fourth grade students,
  • Small group instruction in third grade math
  • Spring/end of year cumulative project for third graders!
  • Review Project/Beginning of the year 4th Grade Math project
  • Plan for a sub day! With this easy-to-use, no-prep project, you can simply level your students into 2 groups, and print it for the substitute teacher! It is aligned to the CCSS standards for Math so you can feel good knowing that your students are getting meaningful standards-based practice even while you are gone!

This project a great application of skills and strategies that third grade students have learned all year long and can also be used as a fun way to prepare for end of year tests!

This resource includes 2 leveled versions of the project.

  • Level 1: Multiplication and division problem solving within 100 with result unknown. Mostly single-step word problems with some two-step word problems. Elapsed time with end time unknown and some duration unknown, mostly with 5 and 10 minute increments. Addition and subtraction within 1,000 with result unknown. Area and perimeter problems as well as polygon identification problems included. Fraction identification and basic equivalent fractions with numerator or denominator the same. Aligned to Math Standards: 3.OA.A.3, 3.OA.D.8, 3.OA.D.9, 3.NBT.A.1, 3.NBT.A.2, 3.NBT.A.3, 3.NF.A.1, 3.NF.A.2, 3.NF.A.3, 3.MD.A.1, 3.MD.C.7, 3.MD.D.8, 3.G.A.1, 3.G.A.2.
  • Level 2: Multiplication and division problem solving with up to two-digit by two-digit multiplication. Many of the multiplication problems can be solved with the doubling and halving strategy to help students access problem solving with higher numbers. Change unknown, start unknown, and unknown factor included. Elapsed time with start time, end time and duration unknown. Addition and Subtraction within 1,000. Adding and subtracting fractions and mixed numbers. Equivalent fractions with like denominators as well as polygon identification and area and perimeter problems included. Aligned to math standards: 3.OA.A.3, 3.OA.D.8, 3.OA.D.9, 3.NBT.A.1, 3.NBT.A.2, 3.NBT.A.3, 3.NF.A.1, 3.NF.A.2, 3.NF.A.3, 3.NF.C.6, 3.MD.A.1, 3.MD.C.7, 3.MD.D.8, 3.G.A.1, 3.G.A.2, 4.OA.A.2, 4.NBT.A.1, 4.NBT.A.3, 4.NBT.B.5, 4.NBT.B.6, 4.MD.A.2, 4.NF.B.3

There are 4 sections in this project. Each section includes:

  • 5 pages of zoo field trip-themed math story problems aligned to the CCSSM standards (covering all 5 domains)
  • Standard and domain alignment on every page

The entire project opens as a ZIP file and includes:

  • 2 versions! Each version includes:
    • 20 pages of rigorous math story problems in a fun and engaging zoo field trip theme!
    • 47 unique math story problems & tasks
    • Answer key for all pages

  • Digital and printable versions! Digital Versions can be used as a Power Point file or uploaded to Google Slides to use in Google Classroom!
  • Covers all domains for third grade
    • Part 1: OA/NBT/MD
    • Part 2: OA/NBT/MD
    • Part 3: NF/G/NBT
    • Part 4: OA/MD/NF

I hope you enjoy this engaging, differentiated math project!

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About the Author

Melanie Doppler--Math Coach Connection taught in a 3rd and 4th grade multi-age classroom in a Title 1 public school in Wisconsin for 3 years, 5th grade math and science for 2 years in a public school in Tennessee, and spent 1 1/2 years as a math coach. She has her BS in Elementary Education from the University of Wisconsin-Madison. She is committed to creating fun and creative products that are differentiated and aligned to the math content standards!

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TERMS OF USE - Β© Melanie Doppler-Math Coach Connection

Purchase of this digital download is for use in one classroom only. This item is also bound by copyright laws. Redistributing, editing, selling, or posting this item (or any part) on the internet are all strictly prohibited without first gaining permission from the author. Violations are subject to the penalties of the Digital Millennium Copyright Act. Please email me with any questions: mathcoachconnection@gmail.com

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Total Pages
98 pages
Answer Key
Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths 𝘒 and 𝘣 + 𝘀 is the sum of 𝘒 Γ— 𝘣 and 𝘒 Γ— 𝘀. Use area models to represent the distributive property in mathematical reasoning.
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

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